No man can be a good teacher unless he has feelings of warm affection toward his pupils and a genuine desire to impart to them what he believes to be of value.
The teacher, like the artist, the philosopher, and the man of letters, can only perform his work adequately if he feels himself to be an individual directed by an inner creative impulse, not dominated and fettered by an outside authority.
More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given
Passive acceptance of the teacher's wisdom is easy to most boys and girls. It involves no effort of independent thought, and seems rational because the teacher knows more than his pupils; it is moreover the way to win the favour of the teacher unless he is a very exceptional man. Yet the habit of passive acceptance is a disastrous one in later life. It causes man to seek and to accept a leader, and to accept as a leader whoever is established in that position.
When it was first proposed to establish laboratories at Cambridge, Todhunter, the mathematician, objected that it was unnecessary for students to see experiments performed, since the results could be vouched for by their teachers, all of them of the highest character, and many of them clergymen of the Church of England.
Descartes, the father of modern philosophy ... would never-so he assures us-have been led to construct his philosophy if he had had only one teacher, for then he would have believed what he had been told; but, finding that his professors disagreed with each other, he was forced to conclude that no existing doctrine was certain.
For a good notation has a subtlety and suggestiveness which at times make it seem almost like a live teacher.
Clergymen almost necessarily fail in two ways as teachers of morals. They condemn acts which do no harm and they condone acts which do great harm.
Teachers are more than any other group the guardians of civilization.
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